School Democracy

The concept of a democratically run school is not unique to Marlboro College (“American Album: School offers practical lessons in democracy,” April 27). Our high school, which is an independent Jewish high school in Los Angeles, functions much the same way, with town meetings to vote on school policies, a “fairness committee” to deal with just treatment by students and teachers, and various techniques to develop personal responsibility and accountability, while allowing students to become shapers of their education.

But democracy without accountability and curriculum without faculty control weaken the effectiveness of the model. Where we differ from Marlboro is that we are occupied with moral education as designed by the late Professor Kohlberg at Harvard University. This component addresses the development of honesty, integrity and pro-social behavior. These values are integrated into our Jewish education, making a unique amalgam of democracy and religious values. We also retain the pedagogic responsibility of curriculum, since we are the trained educators in whom parents and students have placed trust by the fact that they choose to attend our school.

Based on our experience, I would be wary of developing a democratically run school without either the moral education component and the pedagogic responsibility remaining with professional educators.

STEPHEN BAILEY

Education Director

Shalhevet High School, Los Angeles